Self-regulated dropping of already-known items during restudy conferred no significant learning advantage and was sometimes mildly detrimental¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Kornell and Bjork's (2008) Swahili vocabulary study, allowing learners to drop items deemed already known did not significantly improve learning outcomes and was sometimes mildly detrimental. → Yael Sidi · Rakefet Ackerman 2024

Evidence¶

Yael Sidi · Rakefet Ackerman 2024¶

Yael Sidi · Rakefet Ackerman. (2024). Opting Out as an Untapped Resource in Instructional Design: Review and Implications. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09879-w

q2 · i? · review · r2

The review reports, citing Kornell and Bjork (2008), that English-speaking participants learned Swahili vocabulary with translation cards, some conditions allowing "drop items" of known material; the dropping strategy "did not confer any sig- nificant advantage for learning outcomes". No effect size is printed.

"The results revealed that the dropping strategy did not confer any sig- nificant advantage for learning outcomes; in fact, it was sometimes mildly detri- mental."

Discussion¶

Related Claims¶

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